| 1 | 1 | Numbers | Decimals | By the end of the sub strand, the learner should be able to; a) convert fractions with denominator 10 into decimals and vice versa | 1. Where do we encounter decimal numbers in daily life? | - convert tenths into decimals and compare decimal values | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Numbers | Decimals | By the end of the sub strand, the learner should be able to; a) apply decimals in real life situations | 1. Where do we encounter decimal numbers in daily life? | - convert tenths into decimals and compare decimal values | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Numbers | Decimals | By the end of the sub strand, the learner should be able to; a) apply decimals in real life situations | 1. Where do we encounter decimal numbers in daily life? | - convert tenths into decimals and compare decimal values | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Numbers | Decimals | By the end of the sub strand, the learner should be able to; a) apply decimals in real life situations | 1. Where do we encounter decimal numbers in daily life? | - convert tenths into decimals and compare decimal values | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Numbers | Use of Letters | By the end of the sub strand, the learner should be able to; a) represent unknown quantities using letters in simple algebraic statements | 1. How can letters be used to represent missing numbers? | - use letters like x, y, a to stand for unknown numbers in real-life word stories | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Numbers | Use of Letters | By the end of the sub strand, the learner should be able to; a) represent unknown quantities using letters in simple algebraic statements | 1. How can letters be used to represent missing numbers? | - use letters like x, y, a to stand for unknown numbers in real-life word stories | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Numbers | Use of Letters | By the end of the sub strand, the learner should be able to; a) form simple algebraic expressions from word problems | 1. How can letters be used to represent missing numbers? | - write equations such as x + 5 = 12 and find the missing value | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Numbers | Use of Letters | By the end of the sub strand, the learner should be able to; a) form simple algebraic expressions from word problems | 1. How can letters be used to represent missing numbers? | - write equations such as x + 5 = 12 and find the missing value | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Numbers | Use of Letters | By the end of the sub strand, the learner should be able to; a) find the value of unknown letters in simple equations | 1. How can letters be used to represent missing numbers? | - play algebra guessing games in pairs | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Numbers | Use of Letters | By the end of the sub strand, the learner should be able to; a) find the value of unknown letters in simple equations | 1. How can letters be used to represent missing numbers? | - play algebra guessing games in pairs | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Measurement | Length | By the end of the sub strand, the learner should be able to; a) measure length in metres and centimetres accurately | 1. How do we choose appropriate units when measuring length? | - measure classroom objects, desks and boundaries using metre rules and tape measures | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Measurement | Length | By the end of the sub strand, the learner should be able to; a) measure length in metres and centimetres accurately | 1. How do we choose appropriate units when measuring length? | - measure classroom objects, desks and boundaries using metre rules and tape measures | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Measurement | Length | By the end of the sub strand, the learner should be able to; a) measure length in metres and centimetres accurately | 1. How do we choose appropriate units when measuring length? | - measure classroom objects, desks and boundaries using metre rules and tape measures | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Measurement | Length | By the end of the sub strand, the learner should be able to; a) convert metres to centimetres and vice versa | 1. How do we choose appropriate units when measuring length? | - measure classroom objects, desks and boundaries using metre rules and tape measures | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Measurement | Length | By the end of the sub strand, the learner should be able to; a) convert metres to centimetres and vice versa | 1. How do we choose appropriate units when measuring length? | - convert metres to centimetres (1m = 100cm) through practical exercises | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
